Thesis Abstract

Abstract
This thesis investigates the impact of hands-on learning activities on student engagement and achievement in high school science classes. With a focus on enhancing the learning experience through practical applications, this research aims to provide insights into the effectiveness of hands-on activities in improving student outcomes in science education. The study is motivated by the growing importance of interactive and experiential learning approaches in enhancing student engagement and academic performance. Through a comprehensive review of existing literature, this research explores various aspects of hands-on learning and its potential benefits for students in high school science classrooms. The research methodology employed in this study includes a mixed-methods approach, combining quantitative data analysis and qualitative observations to examine the relationship between hands-on learning activities, student engagement, and academic achievement. By conducting surveys, interviews, and classroom observations, the study aims to gather data on student perceptions, attitudes, and performance in science classes that incorporate hands-on activities. The research methodology also includes the development and implementation of experimental hands-on activities to assess their impact on student learning outcomes. The findings of this study reveal a positive correlation between hands-on learning activities and student engagement in high school science classes. Students participating in hands-on activities demonstrate increased interest, motivation, and active participation in the learning process. Furthermore, the results indicate a significant improvement in academic achievement among students who engage in hands-on learning experiences, with enhanced understanding of scientific concepts and improved performance on assessments. The discussion of findings highlights the implications of incorporating hands-on activities in science education, emphasizing the importance of experiential learning in enhancing student engagement and academic achievement. The study also identifies factors that influence the effectiveness of hands-on learning activities, including teacher training, resource availability, and curriculum alignment. Recommendations are provided for educators, administrators, and policymakers to support the integration of hands-on activities in high school science curricula. In conclusion, this thesis underscores the value of hands-on learning activities in promoting student engagement and achievement in high school science classes. By providing a comprehensive analysis of the impact of hands-on activities on student learning outcomes, this research contributes to the ongoing efforts to enhance science education through interactive and experiential approaches. The findings of this study have implications for educators, policymakers, and researchers seeking to improve student outcomes in science education through innovative teaching practices and curriculum development.

Thesis Overview